Dr. Andrew Huberman about mental training and visualization

1) Andrew focuses on mental training and visualization and how it has been studied since the late 1800s. Mental training and visualization relies on a process called neuroplasticity, which can be broadly divided into two types: developmental plasticity, which lasts from birth to approximately age 25, and adult neuroplasticity, which exists throughout an individual's life. Adult neuroplasticity is the type of neuroplasticity on which mental training and visualization is based, as it involves actively using the brain to make changes in the brain's structure and function.

2) Andrew explains the concept of adult plasticity, which is essentially self-directed adaptive plasticity that allows individuals to direct specific changes in terms of learning cognitive or motor function. Focused, dedicated attention to the thing that one is trying to learn is the first step in this process and is typically accompanied by agitation and frustration, which are normal and signal that things are headed towards learning. The second component required for self-directed adaptive plasticity is deep rest, particularly a good night's sleep on the night that follows the focused attention.

3) Andrew discusses the different forms of plasticity that occur between neurons, including long-term potentiation and long-term depression. It is important to note that while the term "depression" has a negative connotation, long-term depression simply refers to a change in the connections between neurons and the excitability between neurons that can be excellent for learning things, particularly motor skills. He uses the example of a child learning to eat with utensils to demonstrate the importance of long-term depression in eliminating incorrect movements to arrive at only the correct movements in a reflexive and repeated way. This process is critical for motor and cognitive skill learning and is every bit as important as long-term potentiation.

4) Andrew explains how mental training and visualization can be used to improve learning and performance. The brain's ability to sculpt down and remove connections, as well as to build up and strengthen them, is discussed as the basis of neuroplasticity. Mental training and visualization protocols, which can capture both the potentiation and depression aspects of neuroplasticity, serve as a complement to physical and cognitive training, allowing for enhanced learning speed and stability.

5) Andrew discusses the ways in which perception works in the brain and how auditory and visual tasks can be imagined in the mind'seye or ear. They explain that most people are able to complete simple visualizations involving brief sequences in both senses, with a small percentage of the population having an inability to mentally visualize at all.They stress the importance of brief and simple visualizations if one wants to use mental training and visualization to engage in neuroplasticity and learning. He also gives a shoutout to their sponsor, Athletic Greens.

6) Andrew discusses the importance of gut health and introduces Athletic Greens as an optimal source of probiotics, vitamins, and minerals. He then delves into the research on mental visualization, citing the experiments of Roger Shepard and Stephen Coslin. Shepard conducted experiments with students mentally visualizing simple and complex objects and found that the time it took to complete the task increased with the complexity of the object. Coslin's experiments with maps found that the amount of time it takes to navigate mental images is directly proportionate to the physical location and distance between objects, which is relevant for mental training and visualization protocols.

7) Huberman discusses the processing speed and spatial relationship between imagined and real experiences. The experiments on visualization show that the neural level of mental visualization is identical to real-world events, although mental training and visualization are not as effective as the real world in terms of learning and improving performance. The ideal situation for learning is to combine real training in the physical world with mental training. The use of bistable images or impossible figures in experiments shows that mental training and visualization can be extremely effective, but it is always going to be most effective when combined with real-world training and experiences.

8) The cognitive labels assigned to mental training and visualization should be matched to real-world training and experiences, and identifying specific golf swings or aspects of it with an identity or name is crucial to the effectiveness of mental training for improving golf swings. While it is not possible to lie to oneself and learn better, mental training and visualization that accurately recapitulates real-world training is crucial for effective results. Therefore, mental training and visualization rely not only on the physical contours of things but also heavily depend on the cognitive labels and decisions we make about the things we see.

9) Andrew explores the incredible aspects of mental visualization and how it can be applied towards mental training and visualization. He discusses experiments that show how mental training and visualization captures many of the same features of real-world behavior and perceptions, such as eye movements. The fifth principle of effective mental training and visualization is the equivalence of mental imagery versus real-world perception and behavior, which means that imagining things can be just as effective as actually doing or perceiving those things in the real world.

10) Andrew discusses the five principles of mental training and visualization established in numerous scientific research across different disciplines including education, medicine, music, psychology, and sports. The paper he refers to, "Best Practice for Motor Imagery: A Systematic Literature View on Motor Imagery Training Elements in Five Different Disciplines," establishes a number of important key takeaways including the importance of visualization being brief, simple, and repeated between 50and 75 times per session with a rest period of about 15 seconds in between. Mental training and visualization are effective in increasing the accuracy or frequency of performing the task in the real world, but it is crucial to be able to complete the task in the real world in order for it to work.

11) Andrew discusses the ratio of real-world training versus mental training for maximum effectiveness. Real-world training is found to be more effective than mental training, while mental training is still more effective than no training. However, mental training can still be helpful in situations where an individual is unable to perform the physical task, such as injury or chronic pain. Researchsuggests that combining real-world training with mental training can lead to even greater results in skill acquisition and retention. He also notesthat adding just 1 hour of mental training to 10 hours of real-world training can lead to significant improvements.

12) Mental training can be added to real-world training to maximize the amount of physical training one can do. It requires focused attention when doing it in the real world or mental training, and it requires rest and sleep. He suggests getting a good night's sleep on the day you do physical training or mental training. Studies indicate that it doesn't matter when you do mental training, but doing them both whenever you can and placing them at a time when you get good sleep is ideal.

13) Andrew discusses mental training and visualization, exploring sex and age-related differences in ability to mentally visualize and train specific skills. While some initial studies identified sex differences, subsequent quality, peer-reviewed studies point to no significant differences between males and females in using mental visualization to improve cognitive or motor skills. Although age-dependent differences were found suggesting a combination of physical and mental training for individuals aged 65 or older, the vast majority of people would benefit more from physical training.

14) Huberman discusses mental training and visualization techniques for improving cognitive skills. He explains the difference between first-person and third-person perspectives and how studies have shown that watching videos of oneself from a first-person perspective can be very effective. However, if one is going to use third-person mental training and visualization, they should ideally look at themselves either on video or listen to themselves in audio and/or video. The principle of effective mental training and visualization is that whatever skill one is trying to build or consolidate needs to be brief and repeated. Huberman also presents an interesting study on how mental practice can modulate functional connectivity between the cerebellum and the primary motor cortex.

15) While previous studies have primarily focused on enhancing "go" tasks like finger-tapping, there have been a few studies on the "no-go" aspect of motor learning, which is equally important in real-life tasks like golf or playing an instrument. One such task, called the stop signal task, was developed and popularized by Gordon Logan and William Cowan, and the podcast provides a link to try it out. Mental training and visualization have been shown to improve both aspects of motor learning, and these neural circuits are being increasingly studied to understand their underlying mechanisms.

16) The stop signal task is described as a reaction time test with a no-go aspect of motor execution. The task involves pressing a key corresponding to the direction of the arrow presented on the screen while inhibiting the urge to press a key when a red stop signal appears. The delay between the presentation of the arrow and the stop signal affects the abilityto with hold the key-pressing behavior. In the paper, "motor imagery combined with physical training improved response inhibition in the stop signal task." It was found that physical training was superior to mental training in improving performance on the task.

17) Andrew focus is on a study that explores the combination of mental training and physical training for improved learning. The study shows that if the thing you're trying to learn involves withholding inappropriate behavior, then combining mental training and physical training is especially important for better performance. The study involved 30 trials of the task over five days, and the improvements were significant, showing a near doubling of reduction in reaction time for the combination of mental and physical training compared to training alone. This study is important as it highlights the significance of action withholding in motor learning and training, captured nicely in the stop signal task.

18) Huberman discusses aphantasia, the inability to generate mental imagery, and how it varies in severity from complete absence to poor ability. He also explains that contrary to popular belief, people with aphantasia are not necessarily incapable of synesthesia, which is when people have perceptual blending that is not induced by drugs. A study found that aphantasia was associated with weak visual imagery and features associated with the autism spectrum. However, it is unclear whether aphantasia causes these features or vice versa, and not all people on the autism spectrum have aphantasia.

19) Huberman discusses the relationship between mental training, visualization, cognitive and emotional perception, and behavior. He also highlights the importance of social cognition as a learned behavior and pattern of cognitive and motor patterns. Dr. Huberman emphasizes the need to incorporate physical training along with mental training and visualization when learning new skills. However, if physical training is not feasible due to injury or other reasons, mental training can be a reasonable substitute. He concludes by stating that constantly practicing mental imagery helps to improve the ability to engage in plasticity, and it is essential to create multiple parallels between real-world training and mental training.